In today’s classrooms, the Internet is the major driving force that is altering the way in which students read, write, and research information. Many educators believe that this shift in Literacy is damaging students’ knowledge of Standard English and reading comprehension skills, but educators must realize that the Internet is a global technological tool that can substantially benefit students’ reading and writing skills. Julie Coiro’s presentation, entitled “How does Reading and Learning Change on the Internet? Instructional Strategies for Supporting Online Readers,” supported this claim that the Internet can have a positive affect on students’ literacy skills. As a result of critically evaluating my pedagogy in relationship to the information presented, I will change certain aspects of my curriculum that focus on Internet research skills, include more student-centered learning activities on the Internet, and I will alter certain aspects of my role as the school Librarian.
Coiro’s systematic breakdown of the various steps that Internet researchers should follow was an excellent model that teachers of multiple grade levels can utilize when teaching students how to locate and evaluate online information. Students should begin by asking important questions related to a particular topic, evaluating multiple sources, previewing the websites for biases and inaccurate information, synthesizing information, and communicating such ideas within multiple technological tools (Coiro, 2009). These stages of critically analyzing online texts are somewhat similar to print-based research strategies. When students research using books, they often complete the following stages of research: knowledge of their topic, questions in mind that needed to be answered, knowledge of how to utilize the Library in order to locate information (i.e. New York Public Library’s Leo Catalogue), locate the information, review the book(s) to see if the information pertains to the topic and questions in mind, and synthesize the information within a body of writing or presentation. Even though Coiro did not specifically discuss how print-based research differed from on-line research, she asserted that “students require additional, new skills to read and effectively comprehend information online” (2009). One of these “new skills” that students did not practice when researching with books is evaluating information. This major step within Internet research is crucial to students’ knowledge of a particular topic because students must be able to sort through a multitude of variables in order to find information that is reliable and relates to their topic and/or questions.
Coiro’s discussion of the evaluation of Internet sources was very beneficial to my reflection of how I teach Internet research skills. Students tend to feel overwhelmed when they research a topic online, but they must be taught to be critical readers and understand that there is a process of researching online, which requires analyzing information from multiple perspectives and cross-checking information with a variety of other sources. These skills cannot be taught within one lesson; therefore, it is my responsibility to begin the year scaffolding such skills within my curriculum. Since I am also the Librarian at the school, this gives me a major advantage because I can schedule times for my English classes to research at my convenience. I can begin the year with a project on researching in the Library. Students can brainstorm ways in which they research in the Library on their class Wiki for homework, and then they can continue the discussion in the classroom before the project begins. Students can then choose a topic of their choice that relates to the particular unit, pose a question, and search for books within the school’s database. Once this is accomplished, they can reflect upon their initial brainstorming that they completed on the Wiki and add more stages that may have utilized during the research process. Once the students synthesize their print-based information, they can create their own blogs that will assess their synthesis of the information as it relates to the topic of study. This transference of print-based information to an online technological tool will also enable students to present their information in a medium where other classmates can discuss their research findings.
This activity can also extend into a comparative study of how their research would be different if they used online sources. Then, I can incorporate Coiro’s stages of Internet research into multiple mini-lessons that focus on reading from multiple perspective and evaluating websites for their authenticity. I anticipate that these lessons would span over several months, but my students would be well prepared to research information when it comes time to write MLA documented research papers. These activities prove that Coiro’s presentation enabled me to begin to create new research projects for my eleventh grade class that focus on their activating their prior research knowledge and new online research skills.
During Coiro’s presentation, she also mentioned that this information would pertain to a Library/Media Specialist. As stated before, I am also the Librarian at the school and I have a crucial role in ensuring that all students have knowledge of how to research within the Library. For the past two years, I have taught the entire nine grade how to locate books within our database, which is relatively easy to use and is similar to the NYPL’s Leo Catalogue. I model for the students how to search by author, subject, title, and then show them where to find the books. This year, I will hopefully have the chance to meet with the English department and present Coiro’s strategies on Internet research. Then, the English teachers can bring their classes into the Library and I can provide a small presentation on Internet research skills and utilizing our school Library. The other English teachers can then utilize such skills within their own curriculums. If the ninth grade students are already exposed to such skills, instead of just knowing that “Google” is the answer to all of their questions, they will learn to be more critical researchers. This process will then be reinforced throughout each year so that by the time they are seniors, their skills will be mastered and they will be prepared to research accurate information within their academic futures.
Coiro’s presentation on Internet research skills has had a remarkable impact on my English classes and role as the Librarian. Knowledge of these Internet skills will enable students to become more critical researchers, and hopefully other content-area teachers will also utilize such skills within their curriculums. This will enable students to become more prepared learners within college classes and the workforce because they will use the Internet to their advantage. Therefore, they will truly be 21st century learners because they will use the Internet to their benefit and find the information that they need within a variety of contexts.
21 Century Literacies and Online Research/Reading
In today’s classrooms, the Internet is the major driving force that is altering the way in which students read, write, and research information. Many educators believe that this shift in Literacy is damaging students’ knowledge of Standard English and reading comprehension skills, but educators must realize that the Internet is a global technological tool that can substantially benefit students’ reading and writing skills. Julie Coiro’s presentation, entitled “How does Reading and Learning Change on the Internet? Instructional Strategies for Supporting Online Readers,” supported this claim that the Internet can have a positive affect on students’ literacy skills. As a result of critically evaluating my pedagogy in relationship to the information presented, I will change certain aspects of my curriculum that focus on Internet research skills, include more student-centered learning activities on the Internet, and I will alter certain aspects of my role as the school Librarian.Coiro’s systematic breakdown of the various steps that Internet researchers should follow was an excellent model that teachers of multiple grade levels can utilize when teaching students how to locate and evaluate online information. Students should begin by asking important questions related to a particular topic, evaluating multiple sources, previewing the websites for biases and inaccurate information, synthesizing information, and communicating such ideas within multiple technological tools (Coiro, 2009). These stages of critically analyzing online texts are somewhat similar to print-based research strategies. When students research using books, they often complete the following stages of research: knowledge of their topic, questions in mind that needed to be answered, knowledge of how to utilize the Library in order to locate information (i.e. New York Public Library’s Leo Catalogue), locate the information, review the book(s) to see if the information pertains to the topic and questions in mind, and synthesize the information within a body of writing or presentation. Even though Coiro did not specifically discuss how print-based research differed from on-line research, she asserted that “students require additional, new skills to read and effectively comprehend information online” (2009). One of these “new skills” that students did not practice when researching with books is evaluating information. This major step within Internet research is crucial to students’ knowledge of a particular topic because students must be able to sort through a multitude of variables in order to find information that is reliable and relates to their topic and/or questions.
Coiro’s discussion of the evaluation of Internet sources was very beneficial to my reflection of how I teach Internet research skills. Students tend to feel overwhelmed when they research a topic online, but they must be taught to be critical readers and understand that there is a process of researching online, which requires analyzing information from multiple perspectives and cross-checking information with a variety of other sources. These skills cannot be taught within one lesson; therefore, it is my responsibility to begin the year scaffolding such skills within my curriculum. Since I am also the Librarian at the school, this gives me a major advantage because I can schedule times for my English classes to research at my convenience. I can begin the year with a project on researching in the Library. Students can brainstorm ways in which they research in the Library on their class Wiki for homework, and then they can continue the discussion in the classroom before the project begins. Students can then choose a topic of their choice that relates to the particular unit, pose a question, and search for books within the school’s database. Once this is accomplished, they can reflect upon their initial brainstorming that they completed on the Wiki and add more stages that may have utilized during the research process. Once the students synthesize their print-based information, they can create their own blogs that will assess their synthesis of the information as it relates to the topic of study. This transference of print-based information to an online technological tool will also enable students to present their information in a medium where other classmates can discuss their research findings.
This activity can also extend into a comparative study of how their research would be different if they used online sources. Then, I can incorporate Coiro’s stages of Internet research into multiple mini-lessons that focus on reading from multiple perspective and evaluating websites for their authenticity. I anticipate that these lessons would span over several months, but my students would be well prepared to research information when it comes time to write MLA documented research papers. These activities prove that Coiro’s presentation enabled me to begin to create new research projects for my eleventh grade class that focus on their activating their prior research knowledge and new online research skills.
During Coiro’s presentation, she also mentioned that this information would pertain to a Library/Media Specialist. As stated before, I am also the Librarian at the school and I have a crucial role in ensuring that all students have knowledge of how to research within the Library. For the past two years, I have taught the entire nine grade how to locate books within our database, which is relatively easy to use and is similar to the NYPL’s Leo Catalogue. I model for the students how to search by author, subject, title, and then show them where to find the books. This year, I will hopefully have the chance to meet with the English department and present Coiro’s strategies on Internet research. Then, the English teachers can bring their classes into the Library and I can provide a small presentation on Internet research skills and utilizing our school Library. The other English teachers can then utilize such skills within their own curriculums. If the ninth grade students are already exposed to such skills, instead of just knowing that “Google” is the answer to all of their questions, they will learn to be more critical researchers. This process will then be reinforced throughout each year so that by the time they are seniors, their skills will be mastered and they will be prepared to research accurate information within their academic futures.
Coiro’s presentation on Internet research skills has had a remarkable impact on my English classes and role as the Librarian. Knowledge of these Internet skills will enable students to become more critical researchers, and hopefully other content-area teachers will also utilize such skills within their curriculums. This will enable students to become more prepared learners within college classes and the workforce because they will use the Internet to their advantage. Therefore, they will truly be 21st century learners because they will use the Internet to their benefit and find the information that they need within a variety of contexts.